Improving Implementation Support for School Behavioral Health Systems to Amplify Positive Student and School Outcomes

Dear Colleagues,

Behavioral health systems in schools that simultaneously promote mental health for all, initiate high-quality early interventions with students when indicated, and provide students and families experiencing significant challenges with accessible intensive individualized support enhance the social, emotional, behavioral, and academic outcomes of all students and school communities. Implementation of a full continuum of support is best accomplished within a public health framework for intervention, such as multi-tiered systems of support (MTSS), positive behavior intervention and support (PBIS), or response to intervention (RTI). For behavioral health support, a systems-building framework, such as the interconnected systems framework (ISF), to integrate community behavioral health professionals and resources in schools is often needed to achieve full implementation across the continuum with fidelity. Furthermore, schools typically rely on district, state, and federal agencies and systems to be in alignment and provide coordinated and adequate support. Without support structures in place at all levels, it is unsurprising that many schools, districts, and states struggle to implement an effective framework for intervention that includes behavioral health.

Implementation support, including training, coaching, and consultation, are considered core features of district and state support systems, and instructional coaching and practice-based coaching have been shown to be more effective than training at improving implementation of evidence-based practice among teachers. Hybrid instructional and systems coaching have been presented as a primary driver of school improvement. Behavioral health professionals are also often trained in consultation and coaching strategies for supervision, client services, and teacher support services.

Critically, much remains to be studied on the topic of implementation support in school behavioral health systems. In this open call for a Special Issue of Behavioral Sciences, we are seeking quantitative and qualitative research and evaluation papers, as well as conceptual and review papers, that address the critical topic of ‘Improving Implementation Support for School Behavioral Health Systems to Amplify Positive Student and School Outcomes’. Submissions focused on diverse implementation support conceptualizations, such as systems coaching, leadership coaching, and internal, external, and peer coaching models for school behavioral health systems, are welcome. Papers may explore topics including, but not limited to, the training, necessary conditions, uses, and effectiveness of coaches and implementation support models in school behavioral health systems.

Prof. Dr. Mark Weist
Dr. Katherine A. Perkins
Susan Barrett
Dr. Kimberly Yanek
Guest Editors

Manuscript Submission Information

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